Big Idea:
Today we are comparing and writing compound sentences using a connecting word. We are synthesizing our understanding of the similarities in the details from the stories we have worked on this week as well!

Today we are going to be comparing how our two stories are the same. We are again going to be using our double bubble maps as a tool to structure our sentences telling how the stories are the same. Students will be addressing standard RL1.1 and RL.1.3 because they have to answer my text dependent questions using evidence from the text. When they use evidence they have to be specific and describe characters, settings and events using the key details from the story. This addresses standard RL1.3 as well. Finally, when we compare two stories, we address standard RL1.9.

After getting settled I said, "Today we are going to be comparing our two stories. What does comparing mean? That's right, we tell how things are the same. I am going to show you several ways that you can start a comparing sentence. Then you'll get an opportunity to practice speaking your sentence with partner and then finally we will write. Let's get started. "

I pulled up the student work packet and projected it on my Smartboard. I said, "The first question today says, 'Where did each of the girls sit in the bear's homes?' Let's look at this page on the Smartboard lesson. When we speak and write a comparing sentence we can start it in several ways. Let's look at these choices. The first choice says, 'In both stories ________________.' The second choice says, 'Both girls____________________.' The last choice says, 'Both Goldilocks and Goldie ________________________.' I think I want to choose choice 2. I will start with the stem, and then I will use the information in the dark blue bubble on the double bubble map to help me finish the sentence." Then I said, "Both girls sat in chairs in each of the stories. Did you see how I added 'in each of the stories' to the ending part of my answer? You can do that too."

Then I said, "Now I want you to practice. I want you to answer this question and I want you to practice two different ways with your partner. Person 1 takes a turn, then Person 2. Then Person 1 takes a second turn and then Person 2 gets a second turn. Go ahead." I gave partners time to speak. I walked around the room listening for problems students may have with syntax. When I did hear problems, I would gently correct the student and have them repeat what I had said.

After students had finished speaking, I said, "Now I'm going to model how to write my sentence just like I spoke it." Then I wrote down my sentence. Then I said, "Now it's your turn. Answer the question and use whatever sentence starter you like the best."

Resources

My students only had one more question to complete. I said, "You only have one more question on page 4 of your packet. I want you to read your question. You and your partner will take turns practicing how to speak your sentence first. Then you will write your answer. Does everyone understand what to do?"

Again, I walked around the room, helping if needed. I spent most of my time helping my stugglers. Most students didn't need my help so I stepped back and let them work and be independent, confident students. You can see my students in this part of the lesson here: Speaking and Writing Our Comparing Sentences.mp4.

Resources

Since today was the last day of our unit, I wanted to know what my students had taken away from our unit. I gave each student a post it note. I said, "We are going to tweet what we learned in this unit on our Twitter Board. I want you to tweet why you think it was important that we learned how to compare and contrast."